In part 2 of the series on sociolinguistics, learn how two scholars disrupt the Monolingual Bias by uncovering how linguistic prejudice shows up in everyday classroom conversations. Then, join the movement to Disrupt the Bias (free download included!)

During a coaching session with a group of equity-minded administrators, I had one ask me, “Is there any evidence regarding how working on Monolingual Bias impacts a school district as far as positive outcomes?” Well, the answer is: no and yes.

See, it all has to do with sociolinguistics… read on to learn why.

Have you noticed the trend for teachers translate constantly for their newcomer refugee ELs? Well, it doesn’t work. Read more about how the Monolingual Bias conditions teachers to operate through a one-language-mindset, and find 3 helpful ways to solve the translation problem.

Change doesn’t happen in big sweeping policy gestures or with the arrival of award-winning curriculum, it happens by engaging in doable disruptions to the Monolingual Bias, and it starts with you. The only question is: how disruptive are you willing to be?

How did we go from a nation that attempted to eradicate bilingual education programs to a nation scrambling to secure seats in DLBE programs? Read on to learn about the threats to equity in DLBE and how you can take steps to right those wrongs.

Do you believe it is everyone’s right to speak their heritage language, even (especially) if that language isn’t English? This post offers a brief history of Dual Language Eilingual Education in the US and explores tensions between demographic groups that have emerged over time. We look at how the Monolingual Bias creeps into Dual Language classrooms in some surprising ways.

Want to know who benefits from a translanguaging framework? Hint, it may have something to do with the Monolingual Bias… Click to learn (or possibly unlearn) some important facts about translanguaging.

This blog post asks how YOU can carve out spaces this Hispanic Heritage Month to listen to Latinx voices- those of your students AND teachers. Together, we will disrupt the toxic ideologies that embody the Monolingual Bias in the US education system.

If we’re going to talk biliteracy, we need to talk assessments. This blog post follows the cutting-edge research on biliteracy assessment, and offers 3 resources to support your work with bilingual learners in mind today!

Biliteracy means full language and literacy development in two languages. And this is something we can offer our students by bringing a biliteracy mindset into our classroom. A biliteracy mindset simply asks us to view a heritage language as an asset rather than a deficiency. Click on to read more about how YOU can develop a biliteracy mindset!

My name is Dr. Lillian Ardell, and I am delighted to guide and collaborate with you to disrupt the monolingual bias. This post points to the toxic ideologies in our Bilingual Ed system. Join the movement!

Welcome to the first in my series of blog posts about how to disrupt the monolingual bias in bilingual and TESOL education! I’m Dr. Lillian Ardell, speaker, bilingual ed coach, and monolingual bias disruptor!

If you are a bilingual, dual language, ESL teacher or school leader who cares about equity and social change for our ELLs and Multilingual Learners, then you’ve come to the right place!

What worries me about the state of reading instruction for bilinguals is how structured literacy initiatives, like Science of Reading, are narrowing the spotlight on what counts as effective literacy growth or proficiency. It’s time to call for a more expansive, and nuanced, lens on what counts - and what works! - for the reading instruction of MLLs. Read on to learn conmigo, mi gente.

My whiteness in Latinx spaces means I have more stories than you can count where I said or did something cringe-worthy that revealed my privilege and ignorance to what life is like as a racialized minority in US culture.

You can become the type of teacher that inspired you to enter the profession all those years ago, by changing one habit at a time. Come learn with Dr. Lillian Ardell, Bilingual Ed advocate and Applied Linguistics Scholar, as she shares insights from the research, her work with teachers, and life hacks that will build up your teaching practice today.

As a professor at an urban state-funded school that credentials teacher candidates (TCs) to enter the workforce, I was tasked with supervising field placements for those seeking a bilingual endorsement. Obtaining a doctorate in bilingual education at the local Big-Name University coupled with my decade of experience as a rank-and-file teacher, I felt up to the challenge.

Looking at ABAR pedagogies through the lens of three bilingual teacher types.

In this blog post, Lillian and Rachel bring their linguistic expertise to tackle how to bring sociolinguistic awareness in the elementary classroom!

My hunch was that the TCRWP curriculum–the stalwart curriculum that socialized many new teachers into a Balanced Literacy framework–was never designed with Emergent Bilinguals (EBs) in mind.

Funds of Knowledge is not simply asking BIPOC students to share personal anecdotes or access their schema and then move on. Read this post about what Luis Moll and colleagues truly intended for teachers to do when they use an FoK lens in their instruction.